In my recordings for Latinum, I have not followed this distinctive intonation pattern, which seems peculiar to me...but if it is sourced in the Roman Grammarians, I might give it a try. The question is, where does Comenius get his source for this, as he does not cite anything?
Certainly, I have not seen a reference to moving the accent to the final syllable in questions, and Adler, for example, does not accent his questions in this manner.
Opinions?

Thanks for your reply.
I had assumed Comenius bases what he says on at least one of the Ancient Grammarians - the question is, which of them? I do not have a copy of Keil - and I have not yet done my usual search of the literature using Google Books - I'll do that next. I have read a number of Latin grammar books - mostly 19th century ones, and a large number of texts on the pronunciation of Latin, and had not come across this. I will re-inspect my sources today, as I have some time to look into this.

Allen in Vox Latina only talks about the accent moving for enclitics, and does not mention the other instances cited by Comenius.

Also, Comenius' little diagrams showing intonation I have not seen elsewhere. They are very clear.

Adriane - you say you are using Renaissance texts to teach yourself Latin - and evidently you you come across similar statements in other authors - Citations would be really useful.

I have listened to a lot of people speak Latin, and have not noticed anyone using the tonal system in its full form, outlined by Comenius - however, if it is firmly sourced in the Roman Grammarians, then there is a strong argument for trying to teach it, or at least, make some demonstration recordings, showing how it would sound in practice, would you not agree?

There are so few people with the necessary academic expertise in this area - you are, by virtue of your explorations of renaissance grammar texts, probably the one of only a literal handful of people ( I am being an optimist here) able to answer this question, insofar as it relates to 15-17th century Latin grammars.

Loewe notes that the Benevantan manuscripts from around the year 900 use a system that follows the Roman Grammarians - â€“ circumflex over long monosyllables, me, his, o, and over the long penult followed by a short ultima, pertinere, istius, filioque, etc, and the acute over short monosyllables , e.g. an, and over the antepenult, spiritibus, etc.

This is identical to the system used by Adler in his Practical Grammar.

Here is my decalogue of advice to you.
1. Read Kiel, or at least begin to read Kiel.
2. The Internet and Google Books are great, but this is "driveby" or "keyhole" scholarship. Try going to a real library or reading academic journal articles that lie beyond two clicks of the mouse.
3. As well as accurately taking in what was said, seek to understand what an author may have meant and why it was said, before hazarding an opinion about it. For example, if indeed Garde made that statement above, it is easily shown to be wrong,â€”unless the context reveals exactly what he is talking about and he is talking about broad generalities. It is hard to check your reference, though, because you don't give a title (possibly you are referring to Paul Garde, Lâ€™accent, Paris, 1968,â€”I suspect you omit the title because you have this reference from an online source which lacks the bibliography). Nor do you put the words in inverted commas, so I can't be sure of their accuracy because, when you introduce Allen, you do so less than reliably. Allen (in Vox Latina) says something different to how you represent his opinion (you make it sound like he agrees with your earlier statement from Garde).
4. Form a picture of how wide is the range of opinions on the matter of exceptional accenting in EVERY period.
5. Appreciate that accents change between, and even within, groups and places, and also through time.
6. Learn that university teaching has been driven by a tradition of Scholasticism that is a conservative force, and has more to do with guild control over institutionalized information than with the advancement of knowledge.
7. Listen to those educational reformists writing in Latin who condemn those whose knowledge comes from repeating the opinions of others.
8. Stop repeating the opinions of others.
9. Get back to Kiel and keep reading.
10. If you can't do these things, just keep doing what you are doing. Maybe you'll be praised for it. Is that what you're looking for? Possibly you do, because you say...

As I unearth more I will post it here, as a record for myself

Posting for others is proper and generous, but posting for oneself is a vanity.

All I am doing is posting what I find, as I made quite clear, I am using this as a notepad for my researches - in the hope others will add citations.

feel free to add yours.

I have drawn no conclusions yet, either way.

The quotes are from the text I cite on Spinoza. The article in that text has been reprinted in a number of journals as a monograph on the accent in renaissance texts.
I have not made up my mind either way.

Google books limited preview allows access to a massive amount of critical material. The web is pretty useless, but the google search allows one to read a huge number of books, and academic papers.

Allen is not misquoted, he quite clearly says that he thinks that even the idea that the accent rule was broken for penultimates was not done so in all cases - at least, my copy of Allen says as much.

I don't know anything about Garde, and have not read him, I just quoted a quote from him. him.

I didn't say you misquoted Allen but that you misrepresented him, using him to make one dubious idea even more dubious that

The shift of stress caused by enclitics and proclitics is nowadays thought of as the only deviation from the otherwise absolute penultimate law...Allen even thinks that this may be an overgeneralisation, borrowed from the Greek.

by his point that not everyone may have stressed enclitics in the same way. In fact, Allen gives other types of examples of words that break the rules of accentuation, but somehow you omit reference to them, even though he talks about them right where you are looking in Vox Latina at the end of Chapter 5 (pp. 87,88 of the second edition, 1978). I was also complaining about the sort of pseudo-scholarship that makes the Internet such a hazardous research environment, where, rather than to the website or actual context where a piece of information was discovered, people gives references to sources that they haven't read, as if they had the book before them,â€” to sound more impressive, probably, like a very careless undergraduate, and in a flawed and worthless manner to boot [Garde, 1968 pg 103-4].